Miskin Arts

Student name:____________________

PROGRAMME OF STUDY:

BTEC Level 3 Extended Diploma in 3D Design

SERIES: YEAR: Head Designers:

Collaborative 2 Mark Addy & Selina De La Motte Lighting Product Design Project Delight in Light Thursday 19 September 2013 Thursday 24 October 2013 Thursday 24 October 2013 Thursday 7 November 2013

PROJECT TITLE: IN COLLABORATION WITH: Start date: Deadline for completion: Deadline for report hand-in: Assessment dates:

This project has been planned to provide evidence for assessment of the following units :

Unit 86: Unit 93: Unit 94:

Extending Specialist Techniques Small-scale Working Small-scale Design

Important note: This project is available in a larger font, on alternative coloured background and can be assessed remotely through your Tumblr site. The tasks are formatted so that they can be viewed and tackled in bite-size chunks. Interim on-going assessments are always available; if you need help, do ask your tutors.
Attached to this project brief are grading charts for these units explaining the criteria against which your submitted work will be assessed.
GRADING: These units will be graded as pass, merit or distinction.

Internally verified by: Marie McGovan

Project Brief
A4DM008-1314 3D Design Year: 2 Project Title: Lighting Product Design Project in collaboration with Delight in Light. You can work individually or as a pair on this project, however presentation work must be presented individually and be different in both style and format. Exploring light Background Light is fundamental to the survival of our own being and the plant life that surrounds us. For nearly 200 years mankind has been able to create artificial light and harness it for functional and decorative purposes. Light is unique in the way it can create and affect atmospheres. Light can vary from a centrepiece to a lighting installation, a chandelier in a hotel lobby, to a pendant light in a home, from an intimate restaurant scene, to task lighting in an office, sports stadium lighting or to the emotive lights used to set scenes in stage plays as well as functional street lighting. Light affects people at many levels; the way people appear and the way they behave. The effects of a lamp can change a whole room and still affect people when they turn away. Brief For this project you are required to design a light of your own choice and function. You must assess the type of light that you wish to design: desk light, Floor Standing, Wall Mounted, Pendant, Torch, Camping, Bicycle Lights etc. You will need to design your light with consideration to the environment into which it is to sit, understanding the user and the lights functionality, you must understand the light source that you intend to use in your product, as well as assess the appropriateness of the bulb types and mechanisms that you require to switch on / off, faze, dim, change the mood of and actions required to activate the light. You will need to address the environmental impact that lighting will affect (Light pollution, harmful chemicals, high energy production methods, recycling and disposal of parts (light and bulb unit). Consider the effects of direct light, reflection, refraction, indirect light, gels, and other materials that you may be able to utilise and exploit within your design. Task 1 - Research: Unit 86 (P1, M1, & D1) Unit 93 (P1, M1, & D1) Unit 94 (P1) Integrate research findings into original ideas through the design cycle, exploring the creative possibilities of light using halogen, tungsten and compact fluorescent lamps. In your research explore the properties and characteristics of diverse production technology, equipment and processes through experimental approaches by investigating LED, Electroluminescent film and other halogen and 240v lamp sources, as well as understand the functions of transformers and methods with which you are able to interact with your product as well as the mood or function you wish to create. Experiment with combinations of transparent, translucent, reflective and solid materials to create lighting effects.

As part of the project you will need to explain the purpose of a brief for a small scale design project by creating an two design boards which reflect aesthetic/functional requirements and the client/purpose. This should be 2 x A3 size and contain at least 30 different images that provide creative direction and inspiration for your final design within your chosen field and market group (Use magazines or brochure images). Use the library for design magazines, books and websites like designboom, core77 and design-engine to find your design heroes! Do not however rely solely on the web for research! Task 2 - Concepts: Unit 86 (P2, M1, D1), Unit 93 (P3) Unit 94 (P2, M1) From the design process integrate research findings into original ideas, developing your ideas in response to a theme. This research should aid and develop ideas for small-scale working and production. Communicate a minimum of 10 concepts using quick fully rendered sketches supported with sketch models with additional supportive rendered detail drawings and maquettes to communicate to the class. Show independence in carrying out purposeful and confident design development, by considering the different roles that light plays from function to decoration. The emphasis on this project is experimentation and innovation. We do not want more of the same fittings that are already on the market reworked, or reinterpretations of design classics. Remember that sketch models are quick methods of understanding shape, size, proportions, fixing methods and should be explored quickly using appropriate materials in own work then exploring more refinement through the use of specialist techniques at a later stage. You must select only one design to take forward!! Task 3 - Refined Concepts; Unit 86 (P4, M3, D3) Unit 93 (P2 & M2) Unit 94 (P3, M2 & D1) You are now required to select your final design. For this you will need to produce innovative and effective outcomes, reflecting purposeful research, development, analysis and refined ideas for effective presentation to audiences. You will demonstrate the refinement of the final idea through further rendered imagery and supporting maquettes to prepare you for the making of the final concept. You will also need to show an individual, exciting and perceptive approach with critical understanding in creating / presenting functionally and aesthetically assured small scale development and final work through a series of technical rendered drawings of the final idea, along with details of the parts. Task 4 - Final Presentation: Unit 86 (P5, M4, D4) Unit 93 (P4) Unit 94 (P4) With your final design selected, you are now asked to confirm how technical understanding informed creative decisions, through your PowerPoint presentation. Your PowerPoint should record and present the results of investigations and experimental work, with a large rendered image of your final product (See samples in the studio), situated within its proposed surroundings. Imagery should be of exceptionally high standard and quality. Finally you need to realise small scale design outcomes, through the presentation of your final model.

Requirements Refinement of the project brief; highlighting the designers / products that have inspired you. Use text and imagery to indicate the direction chosen. Detail the products functions, settings, location, use, setup, assembly etc. Storyboard / mood board. Rendered CAD model of product. Evidence of working safely with others. Key Dates and Deliveries: There are 6 working weeks to complete this project. Introductory briefing Interim Presentation 1 Interim Presentation 2 Deadline and Final Presentation for assessment: Thursday 19th September 2013. Tuesday 8th October 2013. Tuesday 15th October 2013. Thursday 24th October 2013.

This assignment will provide evidence for the following specialist units: Note: This will be your only opportunity to undertake unit 86. This grade will therefore be permanently transferred to your tracking sheet. In order to pass this project you will be assessed against ALL the following requirements:
Unit 86: Extending Specialist Techniques
86.1 Be able to generate ideas in response to a theme in a specialist field 86.2 Be able to use specialist techniques 86.3 Be able to produce finished outcomes using specialist techniques 86.4 Understand work produced with specialist techniques

Unit 93: Small-scale Working

93.1 Understand the properties and characteristics of materials for small-scale working and production 93.2 Be able to use small-scale working and production technology, equipment and processes safely 93.3 Be able to research and develop ideas for small-scale working and production 93.4 Be able to record and present the results of investigations and experimental work.

Unit 94: Small-scale Design

94.1 Understand the purpose of a small-scale design project 94.2 Be able to develop and propose design ideas 94.3 Be able to realise small-scale design outcomes

A full description of Units 86, 93 and 94 will be discussed with your tutors. You are advised to refer to the appropriate units constantly and especially towards the completion of an assignment.

Unit 86: Extending Specialist Techniques Assessment and grading criteria To achieve a pass grade the evidence must show that the learner is able to: P1 produce research in response to a theme P2 develop ideas in response to a theme [CT, RL] P3 use specialist techniques safely P4 produce finished outcomes using specialist techniques [SM] P5 discuss work produced using specialist techniques. [RL]

To achieve a merit grade the evidence must show that, in addition to the pass criteria, the learner is able to: M1 develop diverse ideas from considered research M2 use materials and techniques selected from trials and records purposefully M3 produce individual outcomes M4 explain selections for design intention.

To achieve a distinction grade the evidence must show that, in addition to the pass and merit criteria, the learner is able to: D1 integrate research findings into original ideas D2 use materials and techniques skillfully and independently D3 produce innovative and effective outcomes D4 confirm how technical understanding informed creative decisions.

Unit 93: Small-scale Working Assessment and grading criteria To achieve a pass grade the evidence must show that the learner is able to: P1 examine the properties and characteristics of materials for small-scale working and production [IE, CT, RL, TW, SM, EP] To achieve a merit grade the evidence must show that, in addition to the pass criteria, the learner is able to: M1 explore the properties and characteristics of diverse production technology, equipment and processes through experimental approaches effectively and creatively M2 purposefully research, develop, analyse and refine ideas for effective presentation to audiences To achieve a distinction grade the evidence must show that, in addition to the pass and merit criteria, the learner is able to: D1 individually demonstrate innovative and perceptive approaches to the exploration and production of small-scale designs, supported by a comprehensive range of presentation methods

P2 use small-scale working and production technology, equipment and processes safely [IE, CT, RL, TW, SM, EP P3 research and develop ideas for small-scale working and production [IE, CT, RL, TW, SM, EP] P4 record and present the results of investigations and experimental work. [IE, CT, RL, TW, SM, EP Unit 94: Small-scale Design Assessment and grading criteria To achieve a pass grade the evidence must show that the learner is able to:

To achieve a merit grade the evidence must show that, in addition to the pass criteria, the learner is able to:

To achieve a distinction grade the evidence must show that, in addition to the pass and merit criteria, the learner is able to:

P1 explain the purpose of a brief for a small-scale design project [IE, CT] P2 develop and propose design ideas [IE, CT, SM] P3 review design ideas [IE, CT, RL, SM, EP]

M1 show independence in carrying out purposeful and confident design development M2 use analysis, testing and evaluation throughout the project to produce a final outcome that meets the brief and creatively exploits the potential and limitations of small-scale design.

D1 show an individual, exciting and perceptive approach and critical understanding in creating and presenting functionally and aesthetically assured small-scale developmental and final work.

P4 realise small-scale design outcomes.

Designers who have created important lights Ingo Maurer /Achille Castiglioni /SKK and Shiu-Kay Kan / Philippe Starke Perry King & Santiago Miranda /Poul Henningsen /Ross Lovegrove Companies Flos / Artemide / Luceplan / Guzzini / Concorde Component manufacturers Thorn / GEC / Philips / Osram / Bosch Presentation deliverables 1. Research, concept generation and design development. 2. Renderings referencing material choices and suggestions. 3. Test rigs (Cardboard, Blue foam 1:1) 4. Documentation of light source tests 5. Testing of materials, gels, moods 6. A3 presentation boards for all stages 7. Full size model / mock up / prototype showing the lighting qualities of your final design. Assessment Criteria Analysis of brief & research Exploration of Materials and Forms Creative application of technology / materials Experimentation and development of final design Visual and verbal presentation Reference: http://delightinlight.org/get-involved/ Safety All electrics and connections must be approved by your tutors in the workshop. Please do not at any point operate unchecked mechanisms or units. Do not use live wired pieces when working on this project. Always consult your tutors first!!